Gallery 1: The Gay Liberation Movement
Roots at the Stonewall InnWatch this video to understand the milestone event that led to the gay liberation movement...
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Primary Source AnalysisWatch this excerpt from a political debate about California's Proposition 6, an effort to ban gay men and women from working in California public schools. Fast forward to 35 minutes 26 seconds from this link for the exchange. Listen closely and answer the questions on your handout based on the two opposing arguments.
We've come a long way, baby......an excerpt from a 1958 radio program discussion gay people in the United States. Yep, this happened.
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If you want to learn more...Here's a really great movie you might want to catch (inspired by a true story) if you're interested in learning more about this social movement. Rated R, ask permission!
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Gallery 2: The Women's Liberation Movement
Scenes from the 70'sWatch this documentary about the women's liberation movement that continued all throughout the 1970's and 1980's.
Primary Source AnalysisOpen this excerpt of the famous 1963 book, "The Feminine Mystique". Use the text to answer the questions on YOUR Google Doc activity sheet.
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Opposition to "Women's Lib"Throughout the long history of the fight for women's rights, there have always been those opposed. Often times, it was other women that stood in the way of progress for women. Check out this political cartoon from 1982, when the backlash against women's liberation really increases.
The fight for equality for women culminated in the 1980s with an attempt to add an amendment to the US Constitution, known as the Equal Rights Amendment. One of the most famous anti-feminist opponents, was Phyllis Schlafly. Watch the clip below from the Hulu series "Mrs. America", and use her arguments to answer the question on the Google Doc.
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Gallery 3: Chicano Movements
Note on the term “Chicano”: The term is a complex one, which has changed over time. In this lesson, we use the term in its historical context. In current usage, the term can be divisive. For some, it is a point of pride. For others, it is a term that divides between different Latinx nationalities and ethnicities or even is a source of oppression. There is ongoing discussion about the use of various terms that people of Latin American descent use to self-identify, which includes attention to personal identities, histories, and when and where a person grew up.
The Leaders: Cesar Chavez and Dolores Huerta
Watch these two bio portraits on two of the most famous Chicano Rights Leaders and answer the questions in your Google Doc.
Interested in learning more?Here's a really great movie you might want to catch (inspired by a true story) if you're interested in learning more about Cesar Chavez...
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Primary Source Analysis: East LA Student WalkoutsWatch the video below to learn about Chicano students protesting in California during the 1960s. Use this info to answer the questions on your Google Doc.
"FACING HISTORY" WEBSITE: Use this link to read the 4 demands of the students and use them to answer the remaining questions on the Chicano movement on your Google Doc.
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Gallery 4: The American Indian Movement
The following is excerpted from A People's History of the United States, by historian Howard Zinn. Use this reading to answer the first questions on your Google Doc
"...As the civil rights and antiwar movements developed in the 1960s, Indians were already gathering their energy for resistance, thinking about how to change their situation, beginning to organize. The United States government had signed more than four hundred treaties with Indians over 200 plus years and violated every single one. For instance, back in George Washington's administration, a treaty was signed with the Iroquois of New York: "The United States acknowledge all the land within the aforementioned boundaries to be the property of the Seneca nation. . .." But in the early sixties, under President Kennedy, the United States ignored the treaty and built a dam on this land, flooding most of the Seneca reservation.
Indians began to do something about their "own destruction" - the annihilation of their culture. In 1969, at the First Convocation of American Indian Scholars, Indians spoke indignantly of either the ignoring or the insulting of Indians in textbooks given to little children all over the United States. That year the Indian Historian Press was founded. It evaluated four hundred textbooks in elementary and secondary schools and found that not one of them gave an accurate depiction of the Indian.
Other Americans were beginning to pay attention, to rethink their own learning.
The first motion pictures attempting to redress the history of the Indian appeared: one was Little Big Man, based on a novel by Thomas Berger. More and more books appeared on Indian history, until a whole new literature came into existence. Teachers became sensitive to the old stereotypes, threw away the old textbooks, started using new material. In the spring of 1977 a teacher named Jane Califf, in the New York City elementary schools, told of her experiences with fourth and fifth grade students. She brought into class the traditional textbooks and asked the students to locate the stereotypes in them. She read aloud from Native American writers and articles from Akwesane Notes, and put protest posters around the room. The children then wrote letters to the editors of the books they had read: Dear Editor, I don't like your book called The Cruise of Christopher Columbus. I didn't like it because you said some things about Indians that weren't true. . . . Another thing I didn't like was on page 69, it says that Christopher Columbus invited the Indians to Spain, but what really happened was that he stole them!
"...As the civil rights and antiwar movements developed in the 1960s, Indians were already gathering their energy for resistance, thinking about how to change their situation, beginning to organize. The United States government had signed more than four hundred treaties with Indians over 200 plus years and violated every single one. For instance, back in George Washington's administration, a treaty was signed with the Iroquois of New York: "The United States acknowledge all the land within the aforementioned boundaries to be the property of the Seneca nation. . .." But in the early sixties, under President Kennedy, the United States ignored the treaty and built a dam on this land, flooding most of the Seneca reservation.
Indians began to do something about their "own destruction" - the annihilation of their culture. In 1969, at the First Convocation of American Indian Scholars, Indians spoke indignantly of either the ignoring or the insulting of Indians in textbooks given to little children all over the United States. That year the Indian Historian Press was founded. It evaluated four hundred textbooks in elementary and secondary schools and found that not one of them gave an accurate depiction of the Indian.
Other Americans were beginning to pay attention, to rethink their own learning.
The first motion pictures attempting to redress the history of the Indian appeared: one was Little Big Man, based on a novel by Thomas Berger. More and more books appeared on Indian history, until a whole new literature came into existence. Teachers became sensitive to the old stereotypes, threw away the old textbooks, started using new material. In the spring of 1977 a teacher named Jane Califf, in the New York City elementary schools, told of her experiences with fourth and fifth grade students. She brought into class the traditional textbooks and asked the students to locate the stereotypes in them. She read aloud from Native American writers and articles from Akwesane Notes, and put protest posters around the room. The children then wrote letters to the editors of the books they had read: Dear Editor, I don't like your book called The Cruise of Christopher Columbus. I didn't like it because you said some things about Indians that weren't true. . . . Another thing I didn't like was on page 69, it says that Christopher Columbus invited the Indians to Spain, but what really happened was that he stole them!
The Activists of the American Indian Movement (AIM)
Directions for this section: Watch each video and use the knowledge to write a one sentence summary of each activist and what they are famous for and/or achievements during the AIM movement.
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